Pub Date : 2022-01-01DOI: 10.17323/1814-9545-2022-1-75-97
Mikhail V. Gasinets, A. Kapuza, M. Dobryakova
Гасинец Михаил Васильевич — аналитик Лаборатории проектирования содержания образования Института образования Национального исследовательского университета «Высшая школа экономики». E-mail: mgasinec@hse.ru (контактное лицо для переписки) Капуза Анастасия Васильевна — научный сотрудник Международной лаборатории оценки практик и инноваций в образовании Института образования Национального исследовательского университета «Высшая школа экономики». E-mail: akapuza@hse.ru Добрякова Мария Сергеевна — главный эксперт Лаборатории проектирования содержания образования Института образования Национального исследовательского университета «Высшая школа экономики». E-mail: mdobryakova@hse.ru
{"title":"Teachers’ Agency in Shaping the Educational Success of Schoolchildren: Roles and Beliefs","authors":"Mikhail V. Gasinets, A. Kapuza, M. Dobryakova","doi":"10.17323/1814-9545-2022-1-75-97","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-1-75-97","url":null,"abstract":"Гасинец Михаил Васильевич — аналитик Лаборатории проектирования содержания образования Института образования Национального исследовательского университета «Высшая школа экономики». E-mail: mgasinec@hse.ru (контактное лицо для переписки) Капуза Анастасия Васильевна — научный сотрудник Международной лаборатории оценки практик и инноваций в образовании Института образования Национального исследовательского университета «Высшая школа экономики». E-mail: akapuza@hse.ru Добрякова Мария Сергеевна — главный эксперт Лаборатории проектирования содержания образования Института образования Национального исследовательского университета «Высшая школа экономики». E-mail: mdobryakova@hse.ru","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"13 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86793351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17323/1814-9545-2022-4-260-297
V. Slepykh, Andrey Lovakov, M. Yudkevich
A PhD degree is a necessary qualification for becoming a full-fledged member of the academic community and is often considered as a first step in one’s academic career. However, little is known about how the further careers of those who receive a PhD degree in Russia develop. In this article, we explore the diversity of academic careers of Russian researchers. The main focus of the study is on researchers' productivity and mobility. Also, attention is paid to the differences between researchers who graduated from academic organisations in different sectors. We analysed data on 2,102 researchers who defended PhD theses at Russian dissertation councils in biology, chemistry, mathematics, and physics in 2012. We found that more than half of PhD holders continue their careers in academia, and the vast majority of them publish their works in globally visible journals. The proportion of researchers with low productivity is smaller than the proportion of those highly productive. Both the academic and geographic mobility of Russian researchers is low. The sector of the academic organisation in which the PhD thesis was written matters: researchers from leading universities and the research sector are more productive and less mobile than researchers from universities without special status. Thus, it can be concluded that the PhD degree is primarily a stepping stone to an academic profession, and those who have chosen this path are quite competitive at the global level.
{"title":"Research Career after Thesis Defence: The Case of Four Fields of Study in Russia","authors":"V. Slepykh, Andrey Lovakov, M. Yudkevich","doi":"10.17323/1814-9545-2022-4-260-297","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-4-260-297","url":null,"abstract":"A PhD degree is a necessary qualification for becoming a full-fledged member of the academic community and is often considered as a first step in one’s academic career. However, little is known about how the further careers of those who receive a PhD degree in Russia develop. In this article, we explore the diversity of academic careers of Russian researchers. The main focus of the study is on researchers' productivity and mobility. Also, attention is paid to the differences between researchers who graduated from academic organisations in different sectors. We analysed data on 2,102 researchers who defended PhD theses at Russian dissertation councils in biology, chemistry, mathematics, and physics in 2012. We found that more than half of PhD holders continue their careers in academia, and the vast majority of them publish their works in globally visible journals. The proportion of researchers with low productivity is smaller than the proportion of those highly productive. Both the academic and geographic mobility of Russian researchers is low. The sector of the academic organisation in which the PhD thesis was written matters: researchers from leading universities and the research sector are more productive and less mobile than researchers from universities without special status. Thus, it can be concluded that the PhD degree is primarily a stepping stone to an academic profession, and those who have chosen this path are quite competitive at the global level.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"23 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77111489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17323/1814-9545-2022-4-33-57
T. Alishev, F. Gafarov, P. Ustin, Alisa Khalfieva
The closure of educational institutions and the transfer of the learning process to a distance format during the COVID-19 pandemic came as a shock to everyone involved in the educational process. There was, in fact, a rupture of the educational everyday — the normal and unproblematic order of things. A “new normal”, as it came to be called, could not emerge immediately — it had to be reconstructed within the unaccustomed contexts of distance interaction for many. Collective practices of this construction were and are captured today in the narratives of their participants — teachers, students and sometimes their parents. This study attempts, through quantitative analysis, to describe the transformation of assessment in schools during the pandemic and to formulate a hypothesis as to the possible reason for the change in marking practices as one of the most significant ways of managing the learning process as well as the social and psychological context of its implementation. The data source used was a database of students’ grades from schools in one of the regions of the Russian Federation, accumulated from 2015 to 2021. Using big data methods and the Cohen effect coefficient, the main changes in assessment are described. Particular attention is paid to the few months of 2020, when all schools in the region were closed to face-to-face attendance. It is during this period that a significant inflationary spike in marking is recorded. It is suggested that teachers deliberately use the strategy of inflating marks in order to maintain a favorable social and psychological climate in school classes and to reduce the general tension in connection with the transition to the distance learning format. An attempt has been made to theorize a strategy for the grade inflation behavior during a period of cataclysm.
{"title":"Grade Inflation in Schools During the COVID-19 Pandemic: Unexpected Effect or Anti-Crisis Strategy?","authors":"T. Alishev, F. Gafarov, P. Ustin, Alisa Khalfieva","doi":"10.17323/1814-9545-2022-4-33-57","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-4-33-57","url":null,"abstract":"The closure of educational institutions and the transfer of the learning process to a distance format during the COVID-19 pandemic came as a shock to everyone involved in the educational process. There was, in fact, a rupture of the educational everyday — the normal and unproblematic order of things. A “new normal”, as it came to be called, could not emerge immediately — it had to be reconstructed within the unaccustomed contexts of distance interaction for many. Collective practices of this construction were and are captured today in the narratives of their participants — teachers, students and sometimes their parents. This study attempts, through quantitative analysis, to describe the transformation of assessment in schools during the pandemic and to formulate a hypothesis as to the possible reason for the change in marking practices as one of the most significant ways of managing the learning process as well as the social and psychological context of its implementation. The data source used was a database of students’ grades from schools in one of the regions of the Russian Federation, accumulated from 2015 to 2021. Using big data methods and the Cohen effect coefficient, the main changes in assessment are described. Particular attention is paid to the few months of 2020, when all schools in the region were closed to face-to-face attendance. It is during this period that a significant inflationary spike in marking is recorded. It is suggested that teachers deliberately use the strategy of inflating marks in order to maintain a favorable social and psychological climate in school classes and to reduce the general tension in connection with the transition to the distance learning format. An attempt has been made to theorize a strategy for the grade inflation behavior during a period of cataclysm.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"7 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90807047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17323/1814-9545-2022-2-190-215
M. Maximova, O. Frolova, T. Chekalina
{"title":"Neuromyths in Education: An Analysis of the Prevalence Among Faculties of Higher Educational Institutions","authors":"M. Maximova, O. Frolova, T. Chekalina","doi":"10.17323/1814-9545-2022-2-190-215","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-2-190-215","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"86 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72432683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17323/1814-9545-2022-4-107-153
E. Drugova, I. Zhuravleva, Ulyana Zakharova, Valeriya Sotnikova, K. Yakovleva
Artificial intelligence methods are getting frequently used in research and development in learning analytics, which is aimed at analyzing data collected during learning to enhance its results. The same aim is relevant for instructional design models, the most widely applied is ADDIE model, which cuts course design into steps. The first two research fields are criticized for a weak connection to teaching practice, while the third lacks evidence-based and measurable nature. This literature review aims to show the prospects of bringing the three fields together. The theoretical analysis of the paper covers AI definition, its techniques and methods, areas of application in educational setting, the definition of learning analytics, its borders with other fields, spheres of application, definition and the essence of instructional design, as well as the concept of ADDIE model which frames the practical analysis of the review. Forty-three articles were included in the final sample. The solutions described there correlate with the tasks of the instructional design steps and are systematized according to them. It was found that the least number of solutions described in the literature were assigned to the analysis, design and evaluation steps, more articles were assigned to the development step, and the largest number of papers considered the application step. It can be due to the difference in the availability of data at different ADDIE steps. The weak focus of teachers on methodological reflection at the assessment step also may play a role. These deficiencies open up the opportunities for future research and developments. To push these solutions forward it is crucial to elaborate on the models, to move from anecdotal experiments to a wide-scale practice, and to enhance required competencies among the faculty. The questions and conclusions presented in the article help to set a new pedagogically-oriented framework for discussions of AI and learning data analytics.
{"title":"Artificial Intelligence for Learning Analytics and Instructional Design Steps: An Overview of Solutions","authors":"E. Drugova, I. Zhuravleva, Ulyana Zakharova, Valeriya Sotnikova, K. Yakovleva","doi":"10.17323/1814-9545-2022-4-107-153","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-4-107-153","url":null,"abstract":"Artificial intelligence methods are getting frequently used in research and development in learning analytics, which is aimed at analyzing data collected during learning to enhance its results. The same aim is relevant for instructional design models, the most widely applied is ADDIE model, which cuts course design into steps. The first two research fields are criticized for a weak connection to teaching practice, while the third lacks evidence-based and measurable nature. This literature review aims to show the prospects of bringing the three fields together. The theoretical analysis of the paper covers AI definition, its techniques and methods, areas of application in educational setting, the definition of learning analytics, its borders with other fields, spheres of application, definition and the essence of instructional design, as well as the concept of ADDIE model which frames the practical analysis of the review. Forty-three articles were included in the final sample. The solutions described there correlate with the tasks of the instructional design steps and are systematized according to them. It was found that the least number of solutions described in the literature were assigned to the analysis, design and evaluation steps, more articles were assigned to the development step, and the largest number of papers considered the application step. It can be due to the difference in the availability of data at different ADDIE steps. The weak focus of teachers on methodological reflection at the assessment step also may play a role. These deficiencies open up the opportunities for future research and developments. To push these solutions forward it is crucial to elaborate on the models, to move from anecdotal experiments to a wide-scale practice, and to enhance required competencies among the faculty. The questions and conclusions presented in the article help to set a new pedagogically-oriented framework for discussions of AI and learning data analytics.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"20 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89084588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17323/1814-9545-2022-4-58-79
S. Volkov, A. Lyubzhin
This paper analyses, for the first time, the views of Russian society in the reign of Catherine II, the earliest epoch in which this question may be put, on the basis of a sufficient number of sources, on the state education policy, programmes, and sources of financing of the colleges intended for various classes of the empire. Society, for whom education was of secondary importance, considered education from a purely utilitarian point of view and hoped to establish schools where subjects useful for public service and trades would be taught. The upper class regarded peasant education as teaching moral and religious truths aimed at softening coarse morals.
{"title":"The Perceptions of Russian Society in the 60s of the 18th Century on Education under the Decrees of the Legislative Commission","authors":"S. Volkov, A. Lyubzhin","doi":"10.17323/1814-9545-2022-4-58-79","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-4-58-79","url":null,"abstract":"This paper analyses, for the first time, the views of Russian society in the reign of Catherine II, the earliest epoch in which this question may be put, on the basis of a sufficient number of sources, on the state education policy, programmes, and sources of financing of the colleges intended for various classes of the empire. Society, for whom education was of secondary importance, considered education from a purely utilitarian point of view and hoped to establish schools where subjects useful for public service and trades would be taught. The upper class regarded peasant education as teaching moral and religious truths aimed at softening coarse morals.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"12 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73109984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17323/1814-9545-2022-4-80-106
K. Guba, Nikita Slovogorodsky
Publication-based metrics have caused a number of strategic responses regarding scientists’ publication practices, including involvement in questionable research practices. One of such practices is the fictitious co-authorship that allows authors easily to increase the number of publications. This study examines the changes in publishing behavior in the Russian social sciences from 2014 to 2017 by comparing co-authorship patterns in non-predatory and predatory journals. We examined the proportion of solo articles and co-authorship articles, the types of co-authorships (institutional and national), and the number of authors per article. The results show that in the social sciences the two sets of articles are significantly different. The papers in predatory journals are more often published in co-authorship, and if in the early years of publication pressure such articles were written by authors from the same university, then papers with authors from different universities and regions began to appear more often. Predatory papers also demonstrate the prevalence of the certain number of authors per article — in non-predatory journals, articles written by five or more authors appear very rarely, while in predatory journals such publications dominate. This transition signals that paper mills have started to dominate in predatory business serving as broker between authors willing to have indexed publications.
{"title":"Publish or Perish in Russian Social Sciences: Co-Authorship Patterns in Non-Problematic and Predatory Journals","authors":"K. Guba, Nikita Slovogorodsky","doi":"10.17323/1814-9545-2022-4-80-106","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-4-80-106","url":null,"abstract":"Publication-based metrics have caused a number of strategic responses regarding scientists’ publication practices, including involvement in questionable research practices. One of such practices is the fictitious co-authorship that allows authors easily to increase the number of publications. This study examines the changes in publishing behavior in the Russian social sciences from 2014 to 2017 by comparing co-authorship patterns in non-predatory and predatory journals. We examined the proportion of solo articles and co-authorship articles, the types of co-authorships (institutional and national), and the number of authors per article. The results show that in the social sciences the two sets of articles are significantly different. The papers in predatory journals are more often published in co-authorship, and if in the early years of publication pressure such articles were written by authors from the same university, then papers with authors from different universities and regions began to appear more often. Predatory papers also demonstrate the prevalence of the certain number of authors per article — in non-predatory journals, articles written by five or more authors appear very rarely, while in predatory journals such publications dominate. This transition signals that paper mills have started to dominate in predatory business serving as broker between authors willing to have indexed publications.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"72 8 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88061026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17323/1814-9545-2022-3-99-148
V. Maltseva, Natalia Rozenfeld
Education and labor market outcomes of the Russian graduates are vastly studied, including their employment status, salaries, types of universities and majors they study. However, there is a lack of research of the graduates’ typical paths in education and labor market, whether they fit the conventional trajectory high school–university–permanent employment. Another question is how social background and human capital differentiate trajectories and predict a path, which graduate opts to. In this article, we address both questions. Employing the longitudinal panel study “Trajectories in Education and Careers” we examine the nine-year trajectories of those who earned a university diploma by the age of 25. In our research, we use sequence analysis to identify trajectories and regression analysis to estimate the probability to follow each trajectory depending on individual characteristics–socio-economic status and human capital–while controlling for demographic variables. We identify nine typical trajectories, including several types of a linear path, various career-oriented trajectories, a reverse and a delayed path, unstable and nontraditional trajectories. This set of education-career paths largely corresponds to foreign studies, but the Russian graduates’ trajectories turn out to be smoother. At the same time, individual factors of human capital and socio-economic status moderate education-career paths. The probability of following trajectories with prolonged education (with a post-bachelor’s degree) is significantly higher for high achieving students. Entering early career trajectories is associated with a non–cognitive skill–openness to experience. Socio-economic status differentiates two early career trajectories: "accelerated adulthood" for those with low SES and "encouraged professionalization", which is associated with high SES. Following an unstable trajectory is not associated with either socio-economic status or academic performance (cognitive skills) but is associated with low awareness about the field of study when entering a university (ill-informed choice).
{"title":"Educational and Career Trajectories of the Russian Youth in a Longitudinal Perspective: A Case of University Graduates","authors":"V. Maltseva, Natalia Rozenfeld","doi":"10.17323/1814-9545-2022-3-99-148","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-3-99-148","url":null,"abstract":"Education and labor market outcomes of the Russian graduates are vastly studied, including their employment status, salaries, types of universities and majors they study. However, there is a lack of research of the graduates’ typical paths in education and labor market, whether they fit the conventional trajectory high school–university–permanent employment. Another question is how social background and human capital differentiate trajectories and predict a path, which graduate opts to. In this article, we address both questions. Employing the longitudinal panel study “Trajectories in Education and Careers” we examine the nine-year trajectories of those who earned a university diploma by the age of 25. In our research, we use sequence analysis to identify trajectories and regression analysis to estimate the probability to follow each trajectory depending on individual characteristics–socio-economic status and human capital–while controlling for demographic variables. We identify nine typical trajectories, including several types of a linear path, various career-oriented trajectories, a reverse and a delayed path, unstable and nontraditional trajectories. This set of education-career paths largely corresponds to foreign studies, but the Russian graduates’ trajectories turn out to be smoother. At the same time, individual factors of human capital and socio-economic status moderate education-career paths. The probability of following trajectories with prolonged education (with a post-bachelor’s degree) is significantly higher for high achieving students. Entering early career trajectories is associated with a non–cognitive skill–openness to experience. Socio-economic status differentiates two early career trajectories: \"accelerated adulthood\" for those with low SES and \"encouraged professionalization\", which is associated with high SES. Following an unstable trajectory is not associated with either socio-economic status or academic performance (cognitive skills) but is associated with low awareness about the field of study when entering a university (ill-informed choice).","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"94 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77495455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17323/1814-9545-2022-2-60-87
Ludmila Volosnikova, S. Ignatjeva, Ludmila Fedina, Z. Bruk
{"title":"Teacher in an Inclusive Classroom: Relationship between Attitudes towards Inclusive Education and Job Satisfaction","authors":"Ludmila Volosnikova, S. Ignatjeva, Ludmila Fedina, Z. Bruk","doi":"10.17323/1814-9545-2022-2-60-87","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-2-60-87","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"62 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80570303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17323/1814-9545-2022-2-12-32
Emiliya Bobovnikova, K. Vorobev, D. Zhikharev, Ruslan Kuchakov, G. Porosenkov
{"title":"Do Poisonings in Schools Affect the Targeting of Rospotrebnadzor Inspections?","authors":"Emiliya Bobovnikova, K. Vorobev, D. Zhikharev, Ruslan Kuchakov, G. Porosenkov","doi":"10.17323/1814-9545-2022-2-12-32","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-2-12-32","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"40 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84110221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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